H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Psychology D-index 55 Citations 10,671 192 World Ranking 2674 National Ranking 1568

Research.com Recognitions

Awards & Achievements

2011 - Fellow of the American Association for the Advancement of Science (AAAS)

Overview

What is he best known for?

The fields of study he is best known for:

  • Artificial intelligence
  • Law
  • Statistics

His scientific interests lie mostly in Cognitive science, Cognitive psychology, Science education, Analogy and Social psychology. His Cognitive psychology research is multidisciplinary, relying on both Metacognition and Implicit learning, Task. Science education is a primary field of his research addressed under Mathematics education.

Christian D. Schunn has included themes like Context and Pedagogy, Curriculum in his Mathematics education study. Christian D. Schunn combines subjects such as Domain, Novelty, Creativity and Social cognitive theory with his study of Analogy. His work is dedicated to discovering how Social psychology, Educational psychology are connected with Higher education, Automatic summarization and Comprehension and other disciplines.

His most cited work include:

  • Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system (332 citations)
  • The relationship of analogical distance to analogical function and preinventive structure: the case of engineering design. (289 citations)
  • The nature of feedback: how different types of peer feedback affect writing performance (270 citations)

What are the main themes of his work throughout his whole career to date?

The scientist’s investigation covers issues in Mathematics education, Cognitive psychology, Social psychology, Science education and Artificial intelligence. His work carried out in the field of Mathematics education brings together such families of science as Context and Pedagogy, Curriculum. His Curriculum study frequently draws connections between adjacent fields such as Professional development.

His Cognitive psychology study combines topics from a wide range of disciplines, such as Analogy, Task and Comprehension. Christian D. Schunn works in the field of Science education, namely Science learning. Christian D. Schunn is interested in Robotics, which is a branch of Artificial intelligence.

He most often published in these fields:

  • Mathematics education (22.91%)
  • Cognitive psychology (14.29%)
  • Social psychology (13.48%)

What were the highlights of his more recent work (between 2016-2021)?

  • Mathematics education (22.91%)
  • Science education (11.86%)
  • Curriculum (9.16%)

In recent papers he was focusing on the following fields of study:

Christian D. Schunn mainly investigates Mathematics education, Science education, Curriculum, Social psychology and Peer feedback. His Mathematics education study incorporates themes from Context and Robotics. Within one scientific family, Christian D. Schunn focuses on topics pertaining to Educational technology under Science education, and may sometimes address concerns connected to Socioeconomic status and Developmental psychology.

His biological study spans a wide range of topics, including Professional development and Faculty development. His Social psychology research includes elements of Test, Race, Ethnic group and Informal learning. His Peer feedback study combines topics in areas such as Peer assessment, Cognitive psychology and Peer evaluation.

Between 2016 and 2021, his most popular works were:

  • Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts (66 citations)
  • When Making the Grade Isn’t Enough: The Gendered Nature of Premed Science Course Attrition: (50 citations)
  • Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm? (31 citations)

In his most recent research, the most cited papers focused on:

  • Artificial intelligence
  • Law
  • Statistics

His primary areas of investigation include Mathematics education, Science education, Medical education, Social psychology and Peer feedback. The study incorporates disciplines such as Diversity, Robotics and Artificial intelligence in addition to Mathematics education. His Science education study integrates concerns from other disciplines, such as Content knowledge, Educational technology and Curriculum.

His Educational technology study deals with Longitudinal study intersecting with Developmental psychology. His Social psychology study combines topics from a wide range of disciplines, such as Knowledge level and Student engagement. The concepts of his Peer feedback study are interwoven with issues in Helpfulness, Identification, Student perceptions, Peer assessment and Praise.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system

Kwangsu Cho;Christian D. Schunn.
Computer Education (2007)

589 Citations

The relationship of analogical distance to analogical function and preinventive structure: the case of engineering design.

Bo T. Christensen;Christian D. Schunn.
Memory & Cognition (2007)

557 Citations

The nature of feedback: how different types of peer feedback affect writing performance

Melissa M. Nelson;Christian D. Schunn.
Instructional Science (2009)

540 Citations

Are Badges Useful in Education?: It Depends upon the Type of Badge and Expertise of Learner.

Samuel Abramovich;Christian Schunn;Ross Mitsuo Higashi.
Educational Technology Research and Development (2013)

531 Citations

Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives

Kwangsu Cho;Christian D. Schunn;Roy W. Wilson.
Journal of Educational Psychology (2006)

445 Citations

A Study of Design Fixation, Its Mitigation and Perception in Engineering Design Faculty

J. S. Linsey;I. Tseng;K. Fu;J. Cagan.
Journal of Mechanical Design (2010)

400 Citations

Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory

Lynne M. Reder;Christian D. Schunn.
Implicit Memory and Metacognition (1996)

389 Citations

A Mechanistic Account of the Mirror Effect for Word Frequency: A Computational Model of Remember-Know Judgments in a Continuous Recognition Paradigm

Lynne M. Reder;Adisack Nhouyvanisvong;Christian D. Schunn;Michael S. Ayers.
Journal of Experimental Psychology: Learning, Memory and Cognition (2000)

382 Citations

Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit

Xornam S. Apedoe;Birdy Reynolds;Michelle R. Ellefson;Christian D. Schunn.
Journal of Science Education and Technology (2008)

338 Citations

Commenting on Writing Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts

Kwangsu Cho;Christian D. Schunn;Davida Charney.
Written Communication (2006)

304 Citations

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